The challenges in uncertain, dynamic and complex military operation environments exceed the problem-solving capabilities of individuals. Problem-solving has become a team task. These [hybrid] teams, which typically include machine and human elements, utilize autonomy and artificial intelligence to enhance the quality of actionable information and decision-making capabilities in solving complex problems. For this to be effective, shared mental models must be developed by teams. This demands adaptive behavior of team members to establish a common understanding, and its members to respond to the changes in complex dynamic environments. In this paper, we introduce a mathematical formalization of an interaction platform designed to support individuals working in heterogeneous, hybrid teams. The purpose of the platform is to facilitate convergent adaptive behavior and interoperability. Hilbert space is used to provide a mathematical foundation and coherent axiomatic structure. Individual and shared mental models are represented in the form of superposition of vector states in a conceptual space. Hilbert Space allows for the inclusion of phenomena, such as spooky activation, entanglement, or emergence that are representative of complex social dynamics.
Situation Awareness (SA) is a construct that is considered important to safety in dynamic, risky, time-constrained and complex environments, such as military aviation, nuclear reactors and emergency management. Research consideration of SA is complicated by the fact that there is no clearly superior methodology for SA measurement. Typically, SA is considered at the individual level; however, the nature of the SA context often requires more than one individual for safe and effective operations. Team SA is a qualitatively different phenomenon than individual SA. Few models of team SA have been proposed. The primary purpose of this paper was to develop and test a model of team SA. Existing models of team SA were reviewed, an integrated model was put forth, and each of the models was tested. Additionally, the paper explored and compared several methods for quantitatively assessing SA. Results indicate that one measure of SA, SALIENT (Muniz et al, 1997) has the best measurement characteristics. Model testing revealed that all models put forth fit the data adequately, but the summation model yielded the best fit to the data. Implications and suggestions for future research were outlined.
Over a two year period an inner city primary health care team constructed a manifesto which defined the common aims and objectives of the team. The statement was not comprehensive, but it served a variety of purposes. Audit was made explicit and a framework was provided for the team's annual report. The manifesto has proved useful for trainees and other new members of staff. It has given the team a sense of direction, and it is hoped that it will foster teamwork through team members feeling that they have 'ownership' of the plan. The manifesto was conceived in advance of the government's white paper and new contract for general practitioners. It addresses the perceived health needs of the practice population in a practical way. Other primary health care teams may wish to adapt or use the framework of the manifesto to produce their own version.
If World War I has interested historians of the United States considerably less than other major wars, it is also true that children rank among the most neglected actors in the literature that exists on the topic. This essay challenges this limited understanding of the roles children and adolescents played in this transformative period by highlighting their importance in three different realms. It shows how childhood emerged as a contested resource in prewar debates over militarist versus pacifist education; examines the affective power of images of children—American as well as foreign—in U.S. wartime propaganda; and maps various social arenas in which the young engaged with the war on their own account. While constructions of childhood and youth as universally valid physical and developmental categories gained greater currency in the early twentieth century, investigations of young people in wartime reveal how much the realities of childhood and youth differed according to gender, class, race, region, and age. ; Peer Reviewed
Studying and characterizing the culture in startup teams is an area of emerging interest, with stakeholders like founders, investors, government bodies and OB researchers. In the summer of 2020, an academic project commissioned by Purdue University was conducted for the purposes of garnering automated behavioural insights that influence decision making in lean startup teams possessing complementary skill sets. This resulted in a benchmarked tool/framework that combines computational techniques like Speaker Diarization, Topic Modelling, Affect and Sentiment Recognition, and Network Graphs to analyse input data which is audio and visual in nature and outputs instances of note that help researchers model group behaviour. A similar case study is made here for improvisational art forms like Jazz which thrive as participatory systems and depend on the positive outcomes from the development of personal and cultural forces that drive cognitive tensions/conflict. How is a Jazz group (and other improvisational art forms) comparable to a startup team? Startups share an inherent similarity to improvisational performance art forms in their shared ownership of the outcome, flat hierarchy and diverse experience set working towards a common goal. Link to relevant papers: Coda—Creativity and Improvisation in Jazz and Organizations: Implications for Organizational Learning Team dynamics: entrepreneurship versus music. What an entrepreneurial team can learn Goals Team dynamics and org culture come into play towards the success of an intended outcome, more so for teams with a shared goal but a loosely defined/evolving path or process to reach said goal. The ability to improvise and co-create in a team signals for the existence of trust, mutual respect and accepted equity of the shared goal. Markers of improvisations may be different in the two systems, we aim to determine the stripped away/abstracted version of improvisation that stays true in both systems. But is 'team tension' the defining characteristic in the creation of the ...
En este artículo se propone una transformación del gobierno de las universidades públicas de Colombia en el marco de una propuesta de reforma de la educación superior. En esta se debe introducir la idea de la profundización de la democracia en consonancia con las transformaciones políticas y sociales que se están dando en el país en el sentido de un cambio en las estructuras de poder político. Esta transformación tiene que darse mediante una radicalización de la representación profesoral y estudiantil. ; Aunque es común referirse al imperio internacional de la ley, es menos común definirlo o explorar lo que significa. En este ensayo examino el imperio internacional de la ley en la práctica y en teoría. Esto es importante porque muchas controversias sobre la dirección de la política mundial se basan de hecho en explicaciones diferentes del imperio internacional de la ley. Comprender las diferentes maneras en que se usa esta idea y sus implicaciones para la elección de políticas puede ayudar a clarificar lo que se está discutiendo y lo que no en las controversias globales. Yo planteo tres enfoques distintos del concepto de imperio internacional de la ley y los comparo con la práctica estatal contemporánea. El primero está anclado en la obligación de los estados de cumplir sus obligaciones legales internacionales. El segundo traza una analogía con el imperio doméstico de la ley. El tercero parte de la observación de que los estados invocan la ley internacional para explicar y justificar sus políticas – de aquí se amplía a un modelo de la ley como parte integral de la legitimación política. Me parece que el tercero ofrece la comprensión conceptualmente más coherente del imperio internacional de la ley y tiene implicaciones interesantes para el estudio de la ley y la política internacionales. ; El autor aborda la tendencia del crecimiento del capital por encima de la expansión económica, que ha generado una excesiva desigualdad, mostrando que esto además ha coincidido con el retroceso en el estado de bienestar, incidiendo en las políticas nacionales y por ello generando una transformación del estatus de ciudadano hacia un productor de bienes y consumidor. Los argumentos se dirigen a mostrar cómo esta situación contradice los principios de protección de las mínimas condiciones sociales y económicas esgrimidos por la declaración universal de los derechos humanos y el modo como el capital internacional incide en las decisiones políticas transformando el concepto tradicional de soberanía y de ciudadanía. Se evidencia pues una necesidad de decisiones que, en términos políticos impongan cargas económicas al capital, sobre todo al internacional. ; La filosofía estándar de la economía presupone que en el dominio de los fenómenos económicos subyacen regularidades estables, las cuales pueden explicarse mediante el funcionamiento de mecanismos o de máquinas socioeconómicas. Asimismo, se considera que una vez puestos en funcionamiento, su comportamiento no necesita de subsecuentes intervenciones. Esto implica asumir que los procesos socioeconómicos tienen una naturaleza semejante a los de las ciencias naturales. No obstante, dichas regularidades son por lo general examinadas a la luz de algún modelo económico, por lo cual pierden muchas veces contacto con el mundo real. Este trabajo tiene como objetivo poner en el centro del análisis otro objeto de estudio: los procesos económicos basados en expectativas. Se trata de procesos en los cuales la acción humana funciona como nexo causal entre las variables económicas y en los que dicha acción es producto de una formación previa de expectativas, las cuales son sensibles a la información del contexto. Se mostrará que en esta clase de procesos la intervención sistemática sobre las condiciones de fondo y sobre las expectativas es fundamental si lo que se busca es alcanzar un objetivo deseado o lograr un proceso estable. Esta intervención requerirá no solo del conocimiento proporcionado por los modelos, sino también de un conocimiento extrateorético o interdisciplinario. ; El desarrollo y la especialización que sufrieran los organismos policiales durante la modernidad condujeron a un cuestionamiento en torno a sus competencias para afectar las formas de vida de la sociedad, llegando a un punto máximo cuando esta intervención comprendía limitar la libertad —tanto pública como privada— de los ciudadanos. El debate que surge en torno a la actividad policial en relación con estos dos puntos —entre coerción y libertad— es el presentado a la luz de los pensamientos de Fichte y Hegel, con vista a analizar las condiciones (y las condicionantes que impone) en las que ejerce su acción dentro de la sociedad. ; En este artículo se expone una reflexión desde la propuesta teórica de Charles Taylor sobre la construcción de la identidad individual como una narración social frente a la crítica de Amartya Sen, quien propone la identidad como resultado solo de la elección personal. Se argumenta que las críticas que Amartya Sen hace a los argumentos de Taylor son infundadas, ya que la perspectiva de Charles Taylor se centra más en el carácter fundamentalmente constructivo, narrativo y dialógico de la identidad que en la pérdida de la libertad y la mera aceptación acrítica de la identidad asumida. Se concluye que la identidad como narración social desde la perspectiva teoría de Taylor sí da cabida a la capacidad de elegir de los individuos y a la consideración de las identidades múltiples y múltiples lealtades identitarias, pero se hace notar la importancia del contexto social y del grupo por encima de la elección personal en el momento en que una persona construye su identidad, ya que les da valor a los bienes externos como la comunidad cultural y lingüística a la que la pertenece y que hacen posible la inteligibilidad y la narración de lo que somos y de quiénes somos. ; Se examina la relación entre razones y causas de la acción en el psicoanálisis freudiano. Hay acuerdo en que Freud confundía, o por lo menos no hizo una distinción rigurosa a lo largo de su trabajo, entre razones y causas. Se analizarán dos interpretaciones al respecto. De un lado, la que sostiene que había en él una tendencia naturalista y que, en ese sentido, nunca abandonó su pretensión de encontrar las causas de la acción humana; de otro lado, la que defiende que en Freud imperó siempre una orientación más psicologizante, con base en la cual defendió la búsqueda del sentido de actos fallidos, sueños, etc.; lo cual lo llevó a abandonar su orientación cientificista y a concentrarse en la comprensión o interpretación de la acción. Como alternativa se propone considerar que el conflicto en Freud se soluciona si dejamos de lado los dualismos razones / causas y comprensión /explicación. ; El objetivo de este trabajo es discutir la interpretación tradicional según la cual los razonamientos de Zenón de Elea en contra de la multiplicidad constituyen una defensa de la tesis monista. Intentaré demostrar que las objeciones zenonianas a la multiplicidad suponen una crítica previa a la existencia de "lo uno". Por este motivo, Zenón no es monista ni pluralista, sino, más bien, un crítico de las perspectivas metafísicas que consideran al ser en términos numéricos, i. e. como uno o como múltiple. Para ello me concentraré en el análisis de la interpretación que Aristóteles desarrolla sobre la filosofía de Zenón, considerando algunos pasajes de Física, Refutaciones sofísticas y, fundamentalmente, Metafísica, III. 4. 1001b7-13 (DK 29 A 21). También incluiré algunos testimonios del comentario a la Física de Simplicio, en los que se discuten las interpretaciones de Eudemo de Rodas y Alejandro de Afrodisia, que ratifican el punto de vista aristotélico sobre la filosofía de Zenón (In Ph. 99.7-18, DK 29 A 21; 138.3-6, DK 29 A 22). ; A fines de los 50 y a lo largo de los años 60 Feyerabend formula su doctrina de la proliferación teórica. Con ella busca inicialmente destacar la presencia positiva de la metafísica en el proceso de explicación teórica. Concretamente, pretende dar cuenta de la impotencia de toda teoría científica de explicar realísticamente el mundo si no estuviera informada por supuestos que sus interlocutores juzgan como a-científicos o pre-científicos. Ahora bien, para poder precisar el papel que juega la metafísica en el proceso de explicación teórica es preciso dilucidar qué entiende Feyerabend por realismo. Entre los especialistas existe una discusión acerca de si este defiende un realismo científico o un antirrealismo. Con el propósito de poder comprender en qué sentido Feyerabend sostiene que la metafísica provee vías de acceso para explicar el mundo, procuraremos demostrar la naturaleza normativa de su realismo.
How do parties motivate candidates to exert effort in closed-list elections? If each candidate's primary goal is winning a seat, then those in safe and hopeless list positions have weak incentives to campaign. We present a model in which (i) candidates care about both legislative seats and the higher offices available when their party enters government; and (ii) parties commit to allocating higher offices monotonically with list rank. This model predicts that the volume and geo-diversity of candidates' campaign efforts will increase as their list rank improves. Using new data cover-ing Norwegian parliamentary candidates' use of mass and social media during the 2017 election, we find clear support for this prediction. As their list rank increases, candidates shift from intra-district to extra-district media exposure—which cannot help them win their own seats; but can improve their party's chance of entering government, and thus their own potential share of the spoils.
For our Marketing 399-10E (Ignatian Design Thinking) course, our client is a Chicagoland architecture firm hoping to design an urban, indoor waterpark with an emphasis on STEAM education for students. We want children, as well as their parents, to enjoy their time at the waterpark with, so they will come back more often. The STEAM education aspect of the waterpark should also attract schools for field trips, as well as government and private funding. We now hope to assist our sponsor in securing a corporate sponsorship to expand access to the waterpark.
This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train ...
"August 1, 1961." ; "The Report of the U.S. Study Team to Thailand represents the views of a group of consultants and government officials."--Preface. ; Mode of access: Internet.
Adaptation is of paramount importance in an ever-changing world. Work teams need to able to collect overcome the hurdles of changing environments and stressful situations if they want to succeed. Arguably no place is this truer than in war, and as such, it's in the best interests of military organisations to train their leaders into being adaptable and resilient in the face of unpredictable life-and-death situations. This study follows the IMOI model of Marks, Mathieu and Zaccaro (2001) and aims to compare work teams led by military Veterans and non-military Veterans, to assert if those led by the former are better at keeping a high level of team work engagement, developing better problem solving competencies, and adapting to stressful situations and, as a result, be more effective. The data was collected through an online survey questionnaire with a sample of 49 teams (49 leaders and 169 subordinates), six of which were led by Veterans, mostly of a consulting context. None of the proposed hypotheses were postulated, and no statistical significance was found in the mediation, moderation and moderated mediation models used to test the relationships between the variables. ; A Adaptação é de extrema importância num mundo em mudança contante. As equipas de trabalho necessitam de estar aptas a ultrapassar as barreiras colocadas por ambientes em constante mudança e situações stress se quiserem suceder. Não há mais nenhum lugar em que talvez isto seja mais verdade do que na guerra e, como tal, está no interesse nas organizações militares treinar os seus para serem adaptáveis e resilientes perante situações imprevisíveis de vida ou de morte. Este estude segue o modelo IMOI de Marks, Mathieu e Zaccaro (2001) e procura comparar equipas de trabalho lideradas por Gestores ex-militares e Gestores sem esta experiência para auferir se os primeiros conseguem manter níveis mais elevados de Team Work Engagement, desenvolver melhores competências de resolução de problemas, adaptar-se a situações e de stress e, como consequências, serem mais eficientes. Os dados foram recolhidos através de um inquérito por questionário online de 49 equipas (49 líderes e 169 subordinados), seis das quais eram lideradas por ex-Militares, a maioria das quais em contexto de consultadoria. Nenhuma das hipóteses propostas foram verificadas e não foi encontrada significância estatística nos modelos de mediação, moderação de mediação moderada usados para testar a relação entre as variáveis.
Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks 'To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers' learning at post-primary level?' The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.
Treatments of the concepts "team" and "team work" in human resources management are analysed in thearticle, distinguishing their links with organizational psychology and organizational sociology. This is a new viewto the team work as to the interdisciplinary research subject.There are no traditional methods to analyse organizational and individual activities, team-based modernorganization is rendered comprehensively. Team and team work concepts, structural borders are purified, workorganization activities research contents is provided taking into consideration the specific organizational context.It is concluded that team work as a phenomenon is subject of many social sciences (human resources management,organizational psychology, educology, organizational sociology etc.). Each of these sciences creates a peculiar(original) attitude towards the team work phenomenon.E. g., psychology explains the team work as interaction between individuals, educology deems it like competence,which can be trained and developed. In the organizational sociology context the team work is seen likeinteraction between groups and relations inside the organization. Neither of the mentioned social sciences takenseparately can create versatile and universal theoretical image (model) of the team work which would be suitableto execute interdisciplinary research and to develop human resources management practice.After having analysed the role of team work, the premises of efficient functioning as well as opportunities inthe contemporary work organizations, democratic reconstructing, qualitative role of team work is noted.
The necessity of tactical teams, often referred to as SWAT teams, continues to be validated throughout law enforcement in America. This paper addresses the origin of SWAT, along with current trends in American society, and opposition to the utilization and militarization of law enforcement specialized response teams. Based on current events, such as civil unrest associated with anti-law enforcement groups, domestic terrorism, and continued use SWAT or tactical teams related to narcotics, it is important to continue funding for equipment and training for those officers and agencies that have and will be thrust into the front lines of responding to increasingly complex and dangerous situations.